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87.93%	INTERNET FOR ENGLISH TEACHING -- CHAPTER 7: PLANNING TIPS computer and Internet access-If possible, make sure ahead of time that students have access to school computers outside class so they can practice on their own. Many projects, such as the high school e-mail exchange project described below, can be done entirely by e-mail. For example, in the US-SiberLink project (Braunstein, Meloni, & Zolotareva, 1999; see chapter 3), students formed small "netgroups" to collaborate by e-mail on their projects. - c:\webpub\gov\exchanges.stategov\education\engteaching\ifettips.htm
86.58%	Microsoft Word - English.doc A GUIDE FOR INTERNATIONAL VISITORS This guide has been designed to help participants in the United States Department of State¡s International Visitor Leadership Program understand how their program is developed and what to expectbefore, during, and after their program. WELCOME The Bureau of Educational and Cultural Affairs of the U. S. Department of State welcomes you as a participant in the International Visitor Leadership Program. Some come for individual programs and others come as part ... - c:\webpub\gov\exchanges.stategov\education\ivp\english.pdf
86.58%	A GUIDE FOR INTERNATIONAL VISITORS – INTERNATIONAL VISITOR LEADERSHIP PROGRAM WELCOME The Bureau of Educational and Cultural Affairs of the U.S. Department of State welcomes you as a participant in the International Visitor Leadership Program. Voluntary Visitor Programs Voluntary Visitors travel to the U.S. as individuals, single country groups and, rarely, regional or multi-regional groups. BEFORE YOUR PROGRAM BEGINS Planning Your Trip Program planning begins when the invited International Visitor meets with his or her contacts at the American Embassy or Consulate. - c:\webpub\gov\exchanges.stategov\education\ivp\English.htm
83.51%	CLASSROOM APPLICATIONS -- CHAPTER 4, PEACE EDUCATION VOLUME Social interaction skills are enhanced as students respond to situations that require effective communication. Appendix B provides statements for students to paraphrase according to the guidelines for reflective listening in the Wrap-up Activity. Refer to the chart of "Language Tips for Reflective Listening" for students to refer to as they practice working with reflective listening. - c:\webpub\gov\exchanges.stategov\forum\journal\pea4activities.htm
81.69%	03-0106 ETF_02_13 The unit combined Web research with Web site evaluation in order to make the students?work online and in class as effective as possible. The first objective was to teach students how to find Web sites with valuable information they could use in preparing their speeches. Learning to evaluate Web sites To prepare the class for a scavenger hunt of useful Web resources, I asked the students to visit the following five Web sites as homework: A Guide to Critical Thinking About What You See on ... - c:\webpub\gov\exchanges.stategov\forum\vols\vol41\no2\p28.pdf